Distributed School LeadershipProfessor Alma Harris

Session covers

Why Distribute Leadership?

What is Distributed Leadership?

How Leadership is Distributed?

How do you distribute leadership in practice?

“How do we ensure success for all students in all settings?… “

How do we transform our school systems so all young people can succeed?

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Leadership and Transformation

Leadership and Transformation

Leadership is a key lever of high organisational performance.

Successful organisations have widely and carefully distributed patterns of leadership.

Effective leaders grow and manage talent

Impact of Leadership on Learning(Leithwood et al, 2007)

Leadership is second only to teaching and learning in its impact on student learning.

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Ten Strong Claims about Successful School Leadership(Leithwood, Day, Sammons, Harris and Hopkins ,2010)

School leadership has a greater influence on schools and pupils when it

is widely distributed Some patterns of leadership distribution are much more effective than

others

.

Schools in Difficulty(Harris et al, 2006)

The effects of successful leadership are considerably greater in schools that are in more difficult circumstances.

So is the impact of teachers.

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Highly Effective Leaders(Harris and Hargreaves, forthcoming)

Ordinary Leaders with extraordinary expectations.

Context matters -effective leaders understand their context and care about it passionately.

Organisational re-design as a critical element of ongoing improvement

Distributed leadership as a deliberate strategy but used in very different ways.

Performance Beyond Expectations(Hargreaves and Harris, 2010)

•Organisations that that perform beyond expectations, engage in distributed leadership underpinned by collaboration as well as competition.

•Lateral and vertical leadership

So Leadership Matters

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But its not enough to know thatschool leadership matters

We need to know what form(s) of school leadership transform organisational and student learning?

Individual Leadership?

Good to Great : Jim Collins

Level 1 Capable individual

Level 2 Team manager

Level 3 Competent manager

Level 4 Effective Leader

Level 5 Executive

Level 5 Leaders

Channel ego needs away from themselves

Focus on larger goals

Are ambitious for their institution and not themselves

Level 5 Leadership

• Leaders who developed other leaders, distributed leadership and shared power.

ACTIVITY 1 Paired Discussion

 

How far are you a level 5 leader?

What’s your evidence?

Technological Change

In five years, students will be using technologies which haven’t been invented yet

Leadership for Transformation

(Senge, 2006)

In a world of global networks, we face issues for which top down leadership is inherently inadequate

Central Argument

A shift to the leadership of learning.

From leadership as role to leadership as practice

Leadership Practices

Past Leadership

Hierarchical and Fixed

Role and Position

Located in one school

Problem based

Skills and Competencies

Control and Efficiency

Focused on Organisation

Linked to Remuneration

Current Leadership

Lateral & Interchangeable

Talent and Capability

Movement around Schools

Solution Focused

Practice

Capacity Building

Focused on Instruction

Linked to Professional Growth

Why Distribute Leadership?

• An organisation cannot flourish – at least, not for long – on the actions of the top leader alone. Schools need many leaders at many levels. (Fullan, 2002)

• Leadership that embraces collective effort, promotes a shared sense of purpose and mission, engages many in collaboration across roles, and develops organisational cultures that impact positively upon teaching and learning.

Why Distribute Leadership?

• Leadership succession therefore means distributing leadership throughout the school’s professional community (Spillane, Halverson and Drummond, 2001)

• Achieving equitable outcomes for all learners is beyond the capacity of individual highly talented leaders and requires the knowledge and expertise of others in the school working with a shared sense of purpose.

Leadership for transformation is distributed and lateral

So may Labels for Leadership

Transformational

Instructional

Distributed

Strategic

System

Passionate

But does DL make a difference to organisational/student learning outcomes?(Harris 2008)

Improved student outcomes

Better teacher morale and self efficacy

Improved organisational outcomes

Effects of Different patterns of Leadership Distribution

Schools with the highest student achievement attributed it, in part, to distributed sources of leadership (i.e. school teams, parents and students).

Distributed Leadership and Student Learning

Analysis of data suggest that distributed leadership impacts positively upon student achievement.

(Hallinger and Heck, 2009)

What is distributed leadership(Harris 2008)

Leadership shared and extended within and between organisations:

Distributed Leadership is concerned with two things (Harris, 2008)

1. The process of leadership – how leadership occurs within the organisation

2. Leadership activity- what people do that enhances and develops their leadership

Distributed Leadership(Harris 2008)

Doesn’t mean everyone leads but that everyone has the potential to lead under the right conditions.

What is distributed leadership?

Distributed leadership is not something done by one individual to others but is exercised by a range of people within a school, extending to teachers and support staff with no formal leadership status in the school hierarchy, and encompassing pupils and parents.

It may be a group activity as well as individual action and can emerge from a variety of sources depending on the issue and who has the relevant expertise or creativity.

Two fundamental Principles(Harris and Lambert, 2000)

Broad based involvement

Agency to influence and change

Distributed Leadership in action(Harris, 2006)

• Leadership shifts according to need

• The leader role generally resides with the person who has expert authority for the designated task

• Collaborative teams formed for specific purposes and then dismantled

• Teams have fluid membership, which changes according to the task, the roles, and the requisite talent.

•

How Far is Distributed Leadership

Simply Delegation by another name?

Leadership Approaches

Instruct- Staff are generally told what to do; initiative and ideas come only from the most senior levels of the school; decisions can appear arbitrary and unexpected.

Consult -The views of staff are actively solicited and listened to; people are informed about plans before they are implemented and given an opportunity for input; decisions are still largely made at more senior levels.

Delegate -Staff are given clear areas of responsibility within which they can take decisions and exercise initiative; they are held accountable (positively and negatively) for their actions.

Leadership Approaches

• Distribute -Staff are helped to make an impact more widely across the school; ideas from every level are taken up and championed; it is easy to share ideas and people are aware of what is happening elsewhere.

• Neglect- People are forced to take initiative and responsibility because nobody is interested in what they are doing; responsibilities are blurred and ambiguous; there may be competition and duplication; staff keep their heads down and get on with perfecting their own patch.

ACTIVITY 2Where are you?

Instruct High .............................................................Low

Consult

Delegate

Facilitate

Distribute

Neglect

Distributed leadership (Harris, 2008)

is fundamentally about connecting leadership practice more closely with teaching and learning practice.

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Distributed Leadership(Harris, 2007)

Is fundamentally about organisational re-design to generate greater leadership capacity.

What does it look like in schools?

Structures Roles

Teams

Ways of Working

Learning

Locating the Tipping Point

The crucial question is not whether leadership is distributed but how it is distributed?

Ways to Develop DL Capacity

Establishing PLCsEngaging in networks and

partnershipsMentoring, coaching and critical

friendships

But it looks Different in Different Schools

Patterns of DistributionLeithwood et al (2006)

The effects and impact of distributed leadership on organizational outcomes depends upon the pattern of leadership distribution.

How is Leadership Distributed?

Kanes Hill Primary School- Southampton

Distributed Leadership by Design

‘Distributed leadership is not just a nice thing to do it’s an absolute necessary thing to do’

Distributed Leadership by Design

Team members lead one area but also operate as a second or third tier in another

St Benedict's School

Distributed Leadership by Default

Interchangeable roles every six month

Shared decision making

John Cabot School Federation

Distributed Leadership by Demand

The SMT continued with top down leadership practices that were killing the school

Something had to change.

Distributed Leadership by Disaster

Central Boys School – a failing school facing closure

A federation of different schools shared leadership responsibility

Distributed Leadership: 3 Levels (Harris, 2008)

Superficial level – delegation

Subterranean level-new teams, new roles and responsibilities

Deep level- cultural- the way of working around here

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ACTIVITY 3 How far is DL in your school

Superficial?

Subterranean?

Deep?

DL can assist us in asking

Are we maximising leadership capacity? Are we actively developing lateral and vertical leadership?

Are leaders in the right places to positively influence instruction?

Are we abandoning leadership practices that are hindering organisational growth and change?

Wrong Question

The question to ask is not

“Does distributed leadership make a difference to student learning?”

BUT

How and in what form can we maximise the impact of DL on learning?”

Frequently Asked Questions

How does it differ from delegation?

Is the Head redundant?What if teachers don’t want to be

leaders or see themselves in this way?

How do formal leaders now see their role?

What are the barriers?

ACTIVITY 4 What are the barriers to Distributed Leadership?iers

Barriers

Leadership viewed only as a formal role

Culture is not conducive

Structures get in the way

Remuneration –pay me more

Teachers reluctance

Overcoming Barriers

Change StructuresIdentify potential – talent spot earlyFree up time Create Opportunities to lead/innovateFeedback and reward loopsNetworkingKnowledge sharing processesNo blame innovationBetter succession planning

Core Principle

The most effective way to manage change is to create it.

(Drucker,1995)

Paradox 1(Harris and Muijs, 2004)

Without stable, consistent leadership in schools distributed leadership will be incredibly fragile.

Paradox 2(Leithwood et al, 2006)

Distributing leadership to others does not seem to result in less demand for leadership from those in formal leadership positions

QuestionsHargreaves and Fink (2009)

Are such forms of leadership merely more subtle and clever ways to deliver standardized packages of government reforms and performance ?

ACTIVITY 4

Self Assessment Questionnaire

How do you distribute Leadership in Practice?

VIDEO CLIPS

Reflection and Discussion

Layers of Leadership Distribution

• Staff• Pupils• Governors• Parents

Professional Learning Communities within, between and across Schools (SEF, 2008)

High performing schools help teachers improve instruction by learning from each other.

(McKinsey 2010)

The Evidence Base on PLCs(Timperley et al, 2007)

Most reliable empirical studies are of school based PLCS Definition of PLCs varies Collaboration alone can reinforce the status quoChallenge and enquiry are key to effective PLCs

Features of PLCs that Impact on Learning (Timperley et al, 2007)

NEW UNDERSANDING Dialogue that challenges problematic beliefs and the efficacy of

competing ideas Expertise external to the group that brought in new

perspectives

ANALYSING THE IMPACT OF TEACHING ON STUDENT LEARNING

Teachers had high but realistic expectations and believed they could make a difference

Norms of collective responsibility for students

Two Messages(Timperley et al , 2007)

Simply giving teachers time to talk is not enough to promote their own learning or that of students.

Existing collaborations, partnerships and networks are not PLCs by default.

Qualities of a PLC that promote teacher and student learning(Timperley et al, 2007)

Participants were supported to process new understandings and their implications for teaching and learning

The focus was on analysing the impact of teaching on student learning

Why PLCs?

The ultimate goal of a professional learning community (PLC) can be summed up in three words:

improved student outcomes.

Harris and Jones (2010)

What is a PLC? Harris and Jones, 2010

Professional learning communities are based on the simple but powerful idea that if schools are to meet learner needs, they must provide opportunities for teachers to innovate, develop and learn together.

An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing pupil learning.

Bolam et al (2005)

PLCs (Jones and Harris, 2010)Professional Learning Communities allow teachers to focus their professional development efforts in an area of collective interest

They allow teachers to work together within and between schools

Participants learn more through active construction of knowledge rather than through passive reception of information

Features of a PLC (Harris and Jones, 2009)

Distributed LeadershipFocus on Learner NeedsAttention to Instructional CoreEnquiry driven- outcomes lead to change in practice

2 Key Principles(Harris and Jones, 2009)

Characteristics of Professional Learning Communities

Shared values and vision Collective responsibility for

pupils’ learning Collaboration focused on learning Group as well as individual

professional learning Reflective professional enquiry Openness, networking and

partnerships Inclusive membership Mutual trust, respect and support

Bolam et al (2005)

Building Blocks of PLCs(Harris and Jones, 2009)

Distributed leadership (Harris, 2007)

is fundamentally about connecting leadership practice more closely with teaching and learning practice.

Different PhasesProfessional Learning Communities(Stoll et al, 2007)

•Emerging– acquiring information and beginning to use ideas

Developing – experimenting with strategies and enquiry

Extended – greater challenge, more rigour, different, configuration

Enhanced – – PLC as a natural school improvement process

Task

Where would you place your school on the PLC continuum?

What needs to happen in your school for teachers to work together more effectively?

What are the challenges to this way of working and how may these be overcome?

But...

What does a PLC look like in a school?

What does it do?

How is it formed?

Who is involved?

A PLC begins with a group of teachers and a Headteacher who is committed to building

professional knowledge. As they extend, professional learning

communities can merge across schools to form learning networks that include teachers from several schools and/or support staff, Governors and parents.

What happens in a PLC?

PLCs engage in processes of enquiry in order to improve student outcomes.

Through using evidence from school self evaluation, including data and teacher assessment, members of the PLC identify the strengths and needs of a group of pupils and then determine the knowledge and skill required to improve outcomes.

Harris and Jones (2010)

Phases of establishing a PLCHarris and Jones 2010

Establish

Enquire

Extend

Methods of enquiry/research

Peer ObservationLesson Study Learning Walks Other forms of action research

So what?

Outcomes result in change:Teachers Instructional Practice Pupils’ learning experiences /outcomes

All practitioners will be entitled and expected to collaborate with others to:

•Reflect regularly on their practice using nationally agreed descriptions of practice.•Use such reflections to identify areas for further development.•Participate in professional experiences, which will lead to further development in the areas identified, based on evidence of best practice.•At least annually, formally record and make available evidence of their participation in this process.

Teachers’ Professional Development

Pupils’ Focus

(School Effectiveness FrameworkWalWales 2008)

Pupil Leadership – Why?

‘Giving every single child the chance to be the best they can be, whatever their talent or background’

School Effectiveness Committee

Health and Eco

School Council

Play leaders

Peer Mediators

Progress so far

Moodle- VLE

Assessment for Learning

PDAs/ Mini LaptopsTopic choice

Pupils as Leaders

Peer Mediators

Eco Committee

School Council

Play leaders

Progress so far

Enrichment Weeks

Garden design

Health week

Fair Trade

Biodiversity week Medieval week

Progress so far

Beyond the classroom

Trips

Visitors

Clubs

Learning Logs The children

are given free licence to demonstrate their understanding of the target/s in a way that they find most suitable.

They have become an integral part of the curriculum and have had a major impact on our drive to develop a more independent learner.

Progress so far

Examples from yr 2 and yr 6 Learning Log

Next steps...

SEF Committee We are going to -

•Plan the themes we study in school.

•Upload our homework for discussion with other pupils and teachers

•Share our VLE with other schools around the counrty

•Manage a budget for our enrichment days.

•Award pupil to pupil merits for meeting targets

Marco Polo

Without stones, there is no arch.

So is there a Blueprint For DL?

Vision

Transparency

Making Connections: Relationships

Closing gaps

Distributed leadership (Harris, 2007)

is fundamentally about connecting leadership practice more closely with teaching and learning practice.

Wherever and Whenever we choose(Edmonds, 1979)

We can improve learning and life-chances of young people

You can accomplish anything in life, provided you do not mind who gets the credit (Truman)

Long haul: Two Vital Leadership Tests

Leadership that secures improved teaching and learning.

Leadership that develops other leaders, at all levels.

 http://www.almaharris.co.uk